LEADING EFFECTIVE DISCUSSIONS Ted Coleman, PhD, RHE, CHES Professor and Chair Department of Health...
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Transcript of LEADING EFFECTIVE DISCUSSIONS Ted Coleman, PhD, RHE, CHES Professor and Chair Department of Health...
LEADING EFFECTIVE DISCUSSIONS
Ted Coleman, PhD, RHE, CHES
Professor and ChairDepartment of Health Science and Human
EcologyCalifornia State University, San Bernardino
LEADING EFFECTIVE DISCUSSIONS
I know you believe you understand what you think I said, but I’m not sure you realize what you heard is not what I
meant.
From Lions-Quest Skills for Adolescence
LEADING EFFECTIVE DISCUSSIONS
“The single biggest problemwith communication is the illusion
that it has taken place.”
George Bernard Shaw(1856 – 1950)
LEADING EFFECTIVE DISCUSSIONS
OBJECTIVES:
• Connect or re-connect with valued colleagues• Reflect on current practices …• Self-assess overall effectiveness of current practices• Consider a deliberate sequence of questioning• Frame sample questions in various content areas• Consider the possible effects of our own behavior…• Monitor and assess ….
LEADING EFFECTIVE DISCUSSIONS
OBVERALL LESSON DESIGN:
Discovering Connecting Practicing Applying
From Lions-Quest Skills for Growing
LEADING EFFECTIVE DISCUSSIONS
Community Building:
Think of the place you were born.
Watch for the attention signal.
Listen for instructions.
Form a human map.
LEADING EFFECTIVE DISCUSSIONS
Community Building:
Literally and figuratively, we have come a long way.
Why are we all here?
Because we’re not all there!
LEADING EFFECTIVE DISCUSSIONS
Community Building:
Find a partner …
Tell your partner: Your nameYour ACHA connectionOne skill you already have
…
LEADING EFFECTIVE DISCUSSIONS
Holding up the Mirror:
Think about your usual process for engaging students or others in group discussion.
Recall a time when everything “clicked.”
Wouldn’t it be nice …?
LEADING EFFECTIVE DISCUSSIONS
There are no guarantees, but most of us, regardless of innate teaching ability, can learn, practice, and incorporate skills that will help stack the deck for success.
LEADING EFFECTIVE DISCUSSIONS
Readers’ Theatre:
Six volunteers (two female, four male) …
Good readers …
Quick studies …
Multi-taskers …
LEADING EFFECTIVE DISCUSSIONS
WALTER FISHAlba House of Communications
Canfield, OH 44406 (216) 533-5503
Copyrighted material not posted for public viewing.
LEADING EFFECTIVE DISCUSSIONS
What was the strongestmessage you received
from the story?
LEADING EFFECTIVE DISCUSSIONS
As you listened to the beginning of the story, what did you think the outcome
might be?
LEADING EFFECTIVE DISCUSSIONS
Let’s identify some personal reactions to what we heard.
LEADING EFFECTIVE DISCUSSIONS
How did your thoughts and feelings change as the story
progressed?
LEADING EFFECTIVE DISCUSSIONS
What kinds of “life lessons” might be learned or
reinforced with a story like this?
LEADING EFFECTIVE DISCUSSIONS
SEQUENCE OF QUESTIONING:
What?So what?
Now what?
LEADING EFFECTIVE DISCUSSIONS
Okay …so now let’s apply this sameSEQUENCE OF QUESTIONINGto a different subject area.
LEADING EFFECTIVE DISCUSSIONS
Caveat re:demonstration topic …
the so-called “discovery” of America by C. Columbus
LEADING EFFECTIVE DISCUSSIONS
What?
What country did Columbus represent on his voyages?
LEADING EFFECTIVE DISCUSSIONS
What?
In what year did Columbus allegedly “discover”
America?
LEADING EFFECTIVE DISCUSSIONS
What?
What were the names of Columbus’s three ships?
LEADING EFFECTIVE DISCUSSIONS
So what?
What kinds of supplies would Columbus and the crew have
needed for their journeys?
LEADING EFFECTIVE DISCUSSIONS
So what?
How do you think Columbus and the crew might have felt about leaving home for parts
unknown?
LEADING EFFECTIVE DISCUSSIONS
So what?
How might the families and friends of the sailors have
viewed their “opportunity”?
LEADING EFFECTIVE DISCUSSIONS
Now what?
Let’s look beyond Columbus to the pilgrims, colonization, and subsequent expansion
….
LEADING EFFECTIVE DISCUSSIONS
Now what?
What kinds of “issues” surround the way America
was established and developed?
LEADING EFFECTIVE DISCUSSIONS
Now what?
To what extent do those concerns persist today?
LEADING EFFECTIVE DISCUSSIONS
Now what?
How might this country have developed differently if the
major “discovery” had occurred on the west coast?
LEADING EFFECTIVE DISCUSSIONS
Frame your own questions:
What?So what?
Now what?
LEADING EFFECTIVE DISCUSSIONS
Consider this:
How do our responses affect participants’ level of
involvement?
LEADING EFFECTIVE DISCUSSIONS
If we always do what we’ve always done, we’ll always get
what we’ve always gotten.
LEADING EFFECTIVE DISCUSSIONS
Raise level of engagement.Provide adequate wait time.When appropriate, entertain
multiple answers.Ensure “equal air time.”
Demonstrate even responses.
LEADING EFFECTIVE DISCUSSIONS
Reflections:Today I learned or re-learned
….I was surprised ….I’m wondering ….
I will ….
LEADING EFFECTIVE DISCUSSIONS
Thank you for coming.
Best wishes to you!
Ted Coleman, PhD, RHE, CHESDepartment of Health Science and Human Ecology
California State University, San Bernardino5500 University Parkway
San Bernardino, CA 92407-2393909-537-5537 [email protected]